Youth INC’s Post

  Last week, 18-24 March 2024, was Neuro Diversity Celebration Week, a global initiative that was started in 2018 by Siena Castellon, MBE, at that time a 16 year old Neuro-diverse school pupil. It was and is  intended to encourage schools, colleges and universities to focus on the strengths and talents of  Neuro diverse young people rather than their weaknesses and limitations. To facilitate this objective educators are able to obtain free educational resources from www.Neurodiversityweek.com.   While supporting such an objective HES also wants to celebrate Neurodiversity. As we are in awe of the colours of the rainbow, the rainbow infinity sign being the symbol of Neurodiversity, so we need to marvel at the diversity of the human mind. Accordingly the efforts of  such advocates  as Siena Castellon and Rebecca Bowyer need to be applauded. They are not just raising our awareness of Neurodiversity but helping to bring about much needed change, helping to create a fairer, more caring society that recognises that we cannot and must not waste our scarce Human Resources simply because they do not fit the accepted Neurotypical stereotype.   As the Swedish environmental activist, Greta Thunberg, has recognised Neurodiversity is not a gift it is “an endless fight against schools,workplaces and bullies. But under the right circumstances, given the right adjustments it CAN be a super power”. Join us in celebrating those who are helping to bring about the “right circumstances”. We are going to need super powers  if we are to save our planet and its people. @ #Entrepreneurship #Sustainability #Harmony #ICSB #ECSB #ISBE #EEUK #HEInnovate #UN #UNESCO #OECD #Neurodiversity&EntrepreneurshipAssociation #Neurodiversityweek Rob Edwards Dr Felicity Healey-Benson

Educational Equity Initiative 🌟 Bridging the Digital Divide with NIL TasteMakers 🌟 In a world where education is the cornerstone of progress, the digital equity gap remains a formidable barrier. But what if we could change that narrative? Introducing the Educational Equity Initiative by NIL TasteMakers, where: 📚 Student-Athletes become mentors, using their influence to inspire students in underprivileged schools. 🍎 Educators and NIL TasteMakers join hands to enrich curriculums and share invaluable resources. 🤝 Community Organizations and passionate donors come together to create a nurturing educational environment for all. Join us in weaving a future where every student has the tools to succeed, and education empowers beyond boundaries. 🔗 Dive deeper into our journey towards educational equity. Let's make a difference together! #EducationalEquity #DigitalDivide #Empowerment NIL TasteMakers Partner Wish List Student-Athlete Mentorship: Partnering with amazing organizations like @NCPA1, @AthletesforHope, and @NABCofficial to connect inspiring student-athletes with young minds in underprivileged schools. Educator & Curriculum Enrichment: Joining forces with leaders like @TeachForAmerica, @khanacademy, and @NEAToday to build impactful curriculums and share valuable resources with educators. Community Orgs & Donors: Collaborating with @UnitedWay, @NatUrbanLeague, and @BGCAClubs to create a nurturing educational environment for all, with the support of passionate donors. https://smpl.is/8m51m

"Leading for equity is not a professional development checkbox; it should be part of one's being and obligation when working in community with others. This work is not a moment, but rather a movement. We cannot enter our workspaces and strive to center the humanity of students and colleagues and then forget about this work as soon as we walk out of the school building. We must have an internal drive and commitment to learn and unlearn, to examine our own circles and assess whether we are surrounded by individuals who will inspire us to be better versions of ourselves." Many educators are returning back to school, and this article is a great one to revisit to consider the work of creating equitable systems and schools. https://lnkd.in/gnXa7ndf

Here is the cover art preview for our forthcoming 2025 book. Activist Leadership for Inclusive Schools: Canadian Insights with Canadian Scholars & Women's Press Learn more and get ready for it coming March 2025: https://lnkd.in/e-C6rTyj Description Activist Leadership for Inclusive Schools explores courageous methods for educational leadership and principalship in Canada to move beyond additive discourses of diversity to dismantling systems of oppression for thriving schools and communities. It is a timely collection rooted in diverse approaches to activism that names, disrupts, and challenges dominant leadership discourses and practices that perpetuate harm to underserved communities. Throughout Canada, educational policies and mandates are often implemented without meaningful collaboration with the students, families, and communities they are intended to serve, thereby exacerbating systemic, structural, and institutional barriers. The collection’s social justice approach to activism and leadership bridges gaps between policies, institutions, and communities. It calls for a more just education system that carves out spaces of belonging by honouring the lived experiences, identities, and intersectionalities of all students. This book is an invaluable resource for Canadian university education programs with courses focusing on educational leadership, diversity, social justice, or inclusive education. It also serves educational administration, existing teachers, principals, higher education instructors and researchers, policy makers, and activists. FEATURES - Centres non-dominant perspectives and frameworks of leadership such as critical race theory, critical disability studies, Indigenizing leadership, and queering leadership - Includes contributions from across Canada, highlighting minoritized voices and identities - Pedagogical features include learning objectives, end-of-chapter glossaries, and critical thinking questions that accompany each chapter Dr. Zuhra Abawi-Hussein Andrew B. Campbell Ph.D. Stephanie Tuters Wilfrid Laurier University Steve Sider Jennifer Straub, PhD Dr. Keri Ewart Karen Ragoonaden Jerome Cranston Ontario Institute for Studies in Education of the University of Toronto Alex Ihama Alana Butler, Ph.D. Njoki Wane James Oloo, PhD Kathleen Clarke, PhD Avis Beek YAAACE - Youth Association for Academics, Athletics and Character Education Scott Mckean Sabreena Ghaffar-Siddiqui, Ph.D.

After five years, this journalist-turned-academic has her first peer-reviewed publication, and honestly, I believe it says something about leadership and school integration that couldn't have been articulated without the depth and breadth of work it reflects. So many people's thoughts and energy and love are represented in the article. It was published in a journal called "Leadership & Policy in Schools" with two remarkable co-authors, Dr. Allison Roda and Dr. Florence Barbour. Amazingly, I have come full circle from someone who was skeptical of social science research (in large part because of how it often shows up in the "popular media," which, don't even get me started on how that landscape has changed over the past 5+ years!) to someone who is participating in the process—while trying to critically examine and refine/shift process and methodology as I go. Will this article be read? Cited? Have any impact? Who knows. But I know it reflects something that is as accurate and deep as I could make it, principally because of the many different kinds of collaboration it reflects, and that I'm enormously proud of it. I'll share the abstract here. ABSTRACT Long Island has long maintained the most segregated suburban school system in America. In this case study, we used McGhee’s zero sum vs. solidarity dividend framework to qualitatively examine a group of 42 leaders’ perceptions of school segregation on Long Island as well as how they imagined possible solutions. Findings show that most leaders believed that the current system is unfair but unchangeable, and did not put forth possible solutions, nor, crucially, challenge the underlying zero sum, meritocratic status quo. However, we also highlight examples of leaders who espoused the need to create bridges among racially diverse districts and communities, acting in different ways to uplift the ideals of solidarity. We offer a three-part bridging framework that moves from rhetorical bridging, naming disconnectedness and its harms; through worldview bridging, connecting disparate racialized realities; to community bridging, actively stepping into new relationships and shared spaces. This research shows how important community-facing culturally responsive school leadership is when setting the narrative about racial inclusivity and integration, as well as in shaping the policy reform process. Instead of waiting for necessary top-down changes, we argue that leaders must act now to bring worldviews and communities together for the common good.

This is a bit of a long one but must be read by all my fellow educational experts out there. Last week I spent an inspiring day at a local school where resources are scarce and challenges are plenty. Observing teachers, providing constructive feedback, and delivering professional development sessions, I was reminded of the true essence of #inclusion . This school might not have state-of-the-art facilities or a team of well-trained educators, but the dedication to student growth was admirable. Witnessing firsthand the hurdles faced by such institutions, it's clear that collective support can significantly uplift these educational environments. Imagine the impact we could make if more of us joined hands to empower schools struggling with limited resources. Schools that do have facilities and resources must support these schools. that is what true #inclusion is - an opportunity for every student to be successful. Ironically, I was recently told that I'm not an inclusion specialist to which I must wholeheartedly disagree - my focus is just a little wider and my perspective is a bit more holistic. True inclusion goes beyond labels and titles; it's about creating environments where every individual has the opportunity to thrive. My work encompasses not only the immediate educational setting but also the broader ecosystem that influences learning and development. By addressing systemic barriers and creating a culture of diversity and acceptance, we're laying the groundwork for genuine inclusivity. So, while my title may not explicitly say 'inclusion specialist,' my commitment to creating inclusive spaces for all learners remains steadfast. We need to come together to ensure that every student receives the quality education they deserve, regardless of their school's circumstances. #educationforall #inclusioninaction #SupportOurSchools #inclusion #professionaldevelopment #education #InclusionBeyondLabels #HolisticApproach #EducationForEveryone #grassroots ILM-Connect ILM Education Consultants,Qatar. Dr Martin Bloomfield Sandra Tibbles Victoria Raynor UNESCO BSME - British Schools in the Middle East COBIS - Council of British International Schools

Embracing Diversity, Equity, Inclusion, and Belonging (DEIB) in Our Schools: A Parent's Perspective As a parent and the DEIB committee chair at the Wellington School in Columbus, Ohio, I've had the unique opportunity to wear two incredibly important hats. Through these roles, I've gained firsthand insights into the pivotal role that diversity, equity, inclusion, and belonging plays in our children's education and their journey towards becoming authentic and impactful individuals. Choosing a school for my daughter was a decision that went beyond academic excellence; it was about finding a community where she could be her complete, unfiltered self. The Wellington School's commitment to fostering an environment of belonging and inclusivity stood out as a beacon for us. It’s one thing to value DEIB in theory; it’s another to see it in action, influencing and enriching our children's daily experiences. Witnessing my child lead with her full, authentic self within her academic journey has underscored the importance of DEIB in education. It's not just about creating a safe space; it's about nurturing a setting where every student is seen, heard, and valued for who they are. This environment encourages them to explore, grow, and contribute to their community in meaningful ways. The impact of this commitment to DEIB extends far beyond the classroom walls. It prepares our children for the world, equipping them with the empathy, understanding, and self-awareness they need to thrive in diverse environments and shape a more inclusive future. As parents, educators, and community members, it’s crucial we advocate for and support schools that prioritize these values. The choices we make today in selecting schools that embrace DEIB can shape our children's futures, empowering them to launch into adulthood with the confidence to be themselves and make significant contributions to the world around them. Let’s continue to champion schools like the Wellington School that are leading the way in making belonging a central pillar of education. Because when our children can lead with their authentic selves, the possibilities are limitless. #DEIB #Education #Inclusion #DiversityInEducation #Parenting #TheWellingtonSchool

As I prepare to attend the Diverse Charter Schools Coalition Conference, I've been reflecting on my own educational journey and relationship with diversity. In the '90s I attended Edison High School in West Fresno, Ca - a historically black and undeserved part of town - I had the opportunity to participate in a magnet program that aimed to foster integration. This school was the most diverse setting I had experienced up until that point (despite having lived in Guatemala and the Philippines!) - the quad was full of students who were black, white, southeast asian, and Latino - and in relatively balanced proportions. Yet despite robust integration efforts over prior decades, i could see that real segregation persisted. When I looked around my classrooms, I primarily saw white faces like my own. Beyond formal diversity policies, actual integration in practice seemed to remain an aspiration rather than a reality. I’m so grateful for the friendships I built playing volleyball and soccer with kids from different backgrounds and cultures. it gave us all exposure to different ways of living and seeing the world. However, true equity means going further to ensure diversity is meaningfully experienced in every classroom. As a charter school funder, I now approach this set of challenges with a solutions-focused perspective. What types of programs are proving successful at building intentionally diverse campuses AND classrooms? What evidence-based best practices for integration should more schools look to implement? How can the charter school movement take bolder steps to realize the full promise of diversity? There's so much still to learn and I’m eager to listen and determine what next steps I can take in my role to genuinely move the needle on building truely diverse schools and commjnities. #diversecharters #dcsc2024

𝗤𝘂𝗮𝗹𝗶𝘁𝘆 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 is not a privilege but a 𝗳𝘂𝗻𝗱𝗮𝗺𝗲𝗻𝘁𝗮𝗹 𝗿𝗶𝗴𝗵𝘁 for all children, regardless of their background or abilities. 📚🌍 It is essential that we create an inclusive, supportive, and engaging learning environment where every child can thrive. 🌟 When we invest in quality education, we are investing in the future. By ensuring that no potential goes untapped, we empower each child to reach their full capabilities. This not only benefits the individual but also enriches our communities and society as a whole. 🤝🏘️ It is our responsibility to provide the resources, support, and opportunities necessary for every child to succeed. Let’s commit to this vital mission, recognizing that in doing so, we are building a brighter, more equitable future for all. #specialeducation #inclusiveeducation #futureleaders

Understanding the difference between "equity" and "equality" is crucial for educators striving to create inclusive learning environments. And yes, there is a difference! "Equality" often means providing everyone the same resources or opportunities, assuming uniform needs and circumstances. In contrast, "equity" involves recognizing and addressing diverse needs to ensure fair access and opportunities for all students. I love these examples from Jamie Wallace and Elaine V. Howes because they highlight how equity can be applied in classrooms, like using students' diverse backgrounds to enhance learning experiences. In contrast, Courtney Rose, Ed.D., discusses how systemic issues, such as those in NYC public schools, require equitable solutions rather than a one-size-fits-all approach. Angela M. Ward, Ph.D., emphasizes the importance of differentiation and tailored support for true equity. This school year (and always!), let's strive for equity by understanding and addressing unique student needs! #Education #InclusiveEducation #StudentSuccess #EducationEquity